ABSTRACT

This design-based research investigated the context and impact of a three-year practice-based professional development (PD) project introducing science teachers to pedagogical shifts required for full implementation and synergy among disciplinary literacy components of Next Generation Science Standards and Common Core State Standards- Literacy. Participants included 42 middle school teachers from 12 primarily urban districts from one northeastern state. Researchers utilized a Theory of Change to guide the study. The interdisciplinary project team immersed teachers in experiencing innovative, standards-based, three-dimensional (3D) earth and space science (ESS) curricular units with embedded disciplinary literacy (DL) strategies. Teachers then adapted the 3D+DL units and implemented with students. Researchers used a convergent parallel mixed methods design to examine quantitative and qualitative data in the form of classroom observations to determine fidelity of implementation of 3D+DL practices, frequency of 3D+DL practices on the self-reported Science Literacy Survey, and focus group interviews to assess impacts of the PD project on teaching. Analyses revealed that teachers valued and embraced 3D+DL instructional shifts that supported teacher and student sensemaking in science. Teachers attributed project success to (a) project team collaboration to develop ESS units, (b) adaptability of ESS units, (c) explicit and direct instruction of 3D+DL, and (d) teacher sharing and reflecting on student success. The shift in teachers’ understanding and practices of 3D+DL teaching and learning is likely attributed to teachers having the opportunity for sensemaking as learners with rigorous ESS units prior to implementing 3D+DL instruction with their students, which may provide guidance for future PD.

摘要

这项基于设计的研究调查了为期三年的基于实践的专业发展 (PD) 项目的背景和影响，该项目向科学教师介绍了下一代科学标准和共同核心国家标准的学科素养组成部分之间的全面实施和协同所需的教学转变- 识字. 参与者包括来自东北一个州的 12 个主要城区的 42 名中学教师。研究人员利用变革理论来指导研究。跨学科项目团队让教师沉浸在具有嵌入式学科素养 (DL) 策略的创新、基于标准的三维 (3D) 地球和空间科学 (ESS) 课程单元中。然后教师改编 3D+DL 单元并与学生一起实施。研究人员使用收敛的并行混合方法设计以课堂观察的形式检查定量和定性数据，以确定 3D+DL 实践实施的保真度、自我报告的科学素养调查中 3D+DL 实践的频率以及焦点小组访谈评估 PD 项目对教学的影响。分析显示，教师重视并接受 3D+DL 教学转变，支持教师和学生在科学中的意义建构。教师将项目成功归因于 (a) 项目团队合作开发 ESS 单元，(b) ESS 单元的适应性，(c) 3D+DL 的明确和直接指导，以及 (d) 教师分享和反思学生的成功。教师对 3D+DL 教学和学习的理解和实践的转变可能归因于教师在与学生实施 3D+DL 教学之前有机会作为具有严格 ESS 单元的学习者进行意义建构，这可能为未来的 PD 提供指导。(b) ESS 单元的适应性，(c) 3D+DL 的明确和直接指导，以及 (d) 教师分享和反思学生的成功。教师对 3D+DL 教学和学习的理解和实践的转变可能归因于教师在与学生实施 3D+DL 教学之前有机会作为具有严格 ESS 单元的学习者进行意义建构，这可能为未来的 PD 提供指导。(b) ESS 单元的适应性，(c) 3D+DL 的明确和直接指导，以及 (d) 教师分享和反思学生的成功。教师对 3D+DL 教学和学习的理解和实践的转变可能归因于教师在与学生实施 3D+DL 教学之前有机会作为具有严格 ESS 单元的学习者进行意义建构，这可能为未来的 PD 提供指导。